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June 2003

GCE ADVANCED SUBSIDIARY AND ADVANCED LEVEL

MARK SCHEME
MAXIMUM MARK: 100

SYLLABUS/COMPONENT: 8683/01, 9717/01

GERMAN
(Speaking)

Page 1

Mark Scheme
A/AS LEVEL EXAMINATIONS JUNE 2003

Syllabus
8683, 9717

Paper
1

Section 1: Presentation
The presentation will be marked out of 20 marks: Content/Presentation 10;
Pronunciation/Intonation 5; Language 5.
Candidates who make no reference to the contemporary society or cultural heritage
of a country where the language is spoken will have their mark for content/
presentation halved.
Content/Presentation
Knowledge of facts; ability
to express opinions and
raise issues for discussion.
9/10
Full and well organised
coverage of the topic; ideas
and opinions included as
well as factual points; lively
presentation; examiners
interest sustained.
7/8
Good exposition and sound
organisation of the topic;
makes relevant factual
points though may be less
good in ideas and opinions;
presentation somewhat
stilted though keeps
examiners interest.
5/6
Adequate exposition of the
topic; few ideas or
opinions; evidence of
preparation but
presentation pedestrian.
3/4
Material thin; rambling,
repetitious; hardly any
ideas or opinions; in
danger of losing the
examiners interest.
0/1/2
Very little factual
information; material
irrelevant; vague,
arguments incoherent; little
effort at presentation.

Pronunciation/Intonation

Language

5
Outstanding pronunciation
and intonation; an
occasional slight mistake
or hesitation. Not
necessarily a native
speaker.

5
Has a very good feeling
for the language; speaks
fluently and accurately;
shows good use of
relevant idiom and uses a
wide range of structures
and vocabulary.
4
Speaks fairly fluently and
accurately; uses idiom
with a reasonable range
of structures and
vocabulary.

4
Good pronunciation,
makes a fair attempt at
correct intonation and
expression; some mistakes
and/or hesitation.

3
A fair degree of accuracy
in pronunciation; quite a
number of errors; some
attempt at intonation and
expression.
2
Intelligible but shows
marked influence of mother
tongue and very many
errors of pronunciation.
0/1
Very poor; many gross
errors; frequently
incomprehensible.

3
May speak with hesitation;
adequate range of
structures and vocabulary;
no ambiguity of meaning.
2
Marked hesitation; limited
range of structures and
vocabulary; leading to
some ambiguity of
meaning.
0/1
Very marked hesitation;
severe limitations of
structures and vocabulary;
thought processes
basically influenced by
mother tongue.

University of Cambridge Local Examinations Syndicate 2003

Page 2

Mark Scheme
A/AS LEVEL EXAMINATIONS JUNE 2003

Syllabus
8683, 9717

Paper
1

Section 2: Topic Conversation and Section 3: General Conversation

Examiners will mark out of 40 for each part: Comprehension and Responsiveness
(10 marks), Accuracy (10 marks), Feel for the Language (10 marks), Range of
Vocabulary and Structures (total out of 10, divided between Providing Information
and Opinions and Seeking Information and Opinions see below).
Comprehension and
Responsiveness
9-10 Very good
No problems of comprehension.
Prompt response to examiners
questions. Very forthcoming in
developing topics: able to guide
the discussion, offering/seeking
opinions as appropriate.
7-8 Good
Few problems of
comprehension. Responds
readily and without undue
hesitation. Reasonably
forthcoming but tends to follow
examiners lead.
5-6 Satisfactory
Understands questions on basic
situations and concepts, but has
difficulty with more complicated
ideas. Some delay in response.
Needs encouragement to
develop topics.
3-4 Weak
Has general difficulty in
understanding. Limited response
to questions on the majority of
topics raised.
0-2 Poor
Severe problems of
comprehension. Very marked
hesitation. Limited
responsiveness.

Accuracy

Feel for the Language

9-10 Very good

9-10 Very good
Has a very good feeling for the
Consistently accurate.
Only occasional minor slips. language and is able to
express concepts fluently in
appropriate idiom. Negligible
influence from the mother
tongue.
7-8 Good
7-8 Good
Has a very good feeling for the
Accuracy generally good,
language. Shows competent
with more frequent errors
use of relevant idiom. Avoids
than in the very best
candidates. Shows a sound significant influence from
mother tongue.
basic understanding of
grammatical usage.
5-6 Satisfactory
5-6 Satisfactory
Feeling for the language
Accuracy indicates a
evident with some occasional
measure of competence
but with some obvious and use of relevant idiom. Thought
processes and expression are
significant gaps in
influenced by mother tongue.
grammatical usage.
3-4 Weak
Generally inaccurate use of
the language.

0-2 Poor
No grasp of grammatical
accuracy. Errors constant
and repeated.

3-4 Weak
Has scant feeling for the
foreign idiom. Generally
translates literally from the
mother tongue.
0-2 Poor
Has no feeling for the foreign
language.

University of Cambridge Local Examinations Syndicate 2003

Page 3

Mark Scheme
A/AS LEVEL EXAMINATIONS JUNE 2003

Syllabus
8683, 9717

Paper
1

Range of Vocabulary and Structures

Providing Information and
Opinions
5 Very good
Extensive range of appropriate
vocabulary. Able to use a wide
range of structures with
confidence.
4 Good
Has sufficient range of vocabulary
and structures to handle
reasonably mature subjects.
3 Satisfactory
Limited expression of ideas (but
not ambiguity) caused by
limitations in range of vocabulary
and some structures.
2 Weak
Severe limitations of vocabulary
and structures restrict discussion
to a very basic level.
0-1 Poor
Very restricted vocabulary. Only
simple sentences and no variety
of structure.

Seeking Information and Opinions*

5 Very good
More than one question asked with confidence. Spontaneous
or prompted, but arising out of conversation and relevant to
topic under discussion. High level of accuracy, using a range
of question forms.
4 Good
Asks more than one question confidently. Spontaneous or
prompted, but arising out of conversation and relevant to
topic under discussion. Questions largely accurate, but forms
may be limited.
3 Satisfactory
Capable of asking a minimum of one question. Spontaneous
or prompted, but arising out of conversation and relevant to
topic under discussion. Has difficulty in formulating questions,
but questions comprehensible.
2 Weak
Severe limitations in asking questions possibly one
question only. Question(s) will probably not arise naturally or
be relevant to the topic under discussion. Question(s) difficult
to understand.
0-1 Poor
Questions attempted, but incomprehensible (1).
No questions, even when prompted (0).

* In the case of candidates who do not ask any questions by the end of the Topic
Conversation, Examiners must prompt by asking Do you have any questions to ask
of me? in the appropriate language. The same prompt should be used at the end of
the General Conversation. Candidates will not be penalised for being prompted in
this way.

University of Cambridge Local Examinations Syndicate 2003

June 2003

GCE ADVANCED SUBSIDIARY AND ADVANCED LEVEL

MARK SCHEME
MAXIMUM MARK: 70

SYLLABUS/COMPONENT: 8683/02, 9717/02

GERMAN
(Reading and Writing)

Page 1

Mark Scheme
A/AS LEVEL EXAMINATIONS JUNE 2003

Syllabus
8683, 9717

Paper
2

Erster Teil
Aufgabe 1
(a)

Streit

(b)

kologischer

(c)

jetzt

(d)

steigend

(e)

Ergebnis

1
[Total: 5]

Aufgabe 2
Words in square brackets are those already given on the question paper.
(a)

[Eine kologischere Agrarpolitik hat] den Streit viel ernster gemacht.

(b)

[Mehr Licht und mehr Platz fr Schweine werden] den Bauern von der
Landesregierung vorgeschrieben.

[Die Bauern klagen darber, dass] die Kosten durch mehr Tierschutz
steigen.

(d)

[Die Bauern werden] durch Klagen nicht weiterkommen

(e)

[Man isst] ebenso viel Rindfleisch, wie vor BSE und MKS

(c)

[Total: 5]

Aufgabe 3
Note on the marking of Exercises 3 and 4: candidates must not copy whole clauses or
sentences from the text. They must take some change (however slight in wording or
construction) to the text, otherwise the copied text is circled, the word TEXT is placed
in the margin next to it and no mark is awarded for that point.
(a)

Man kann der Qualitt der Produkte wieder vertrauen (1)

Die Regierung will, dass das Vertrauen noch strker wird (1)
durch konventionelle Methoden (1)

(b)

Welche Art von Produkten von den Verbrauchern favorisiert werden wird.

(c)

Sie werden doppelt so viel/26 Prozent statt 13 Prozent ihres

(Netto)einkommens fr Lebensmittel ausgeben (mssen) (1)
oder (wahrscheinlich) mehr, wenn sie biodynamische Nahrungsmittel/
freilaufende Hhner kaufen (wollen) (1)

University of Cambridge Local Examinations Syndicate 2003

Page 2

(d)

(e)

Mark Scheme
A/AS LEVEL EXAMINATIONS JUNE 2003

Syllabus
8683, 9717

Paper
2

wegen der Expansion der EU im Osten/Osterweiterung der EU (1)

die Welthandelsorganisation kmpft gegen die protektionistische
EU-Agrarpolitik. (1)
Ab 2005 werden mehr Bauern das Geld teilen (1)
weil es jetzt weniger Geld gibt (1)
der Steuerzahler fragt ob man jhrlich 14 Milliarden Euro/so viel fr die
Landwirtschaft ausgeben muss/sollte (1)

dass sie mehr Geld verlieren werden (1)

dass es weniger Bauernhfe geben wird (1)
dass die Regierung das erzielt / wnscht (1)
dass der buerliche Familienbetrieb keine Zukunft hat (1)

[Total: 15 marks for comprehension + 5 marks for quality of language = 20 marks]

Quality of Language: Accuracy (also for Questions 4 and 5)

5

Very Good
Consistently accurate. Only very few errors of minor significance. Accurate use of
more complex structures (verb forms, tenses, prepositions, word order)

Good
Higher incidence of error than above, but clearly has sound grasp of the
grammatical elements in spite of lapses. Some capacity to use accurately more
complex structures.

Sound
Fair level of accuracy. Common tenses and regular verbs mostly correctly
formed. Some problems in forming correct agreement of adjectives. Difficulty with
irregular verbs, use of prepositions.

Below average
Persistent errors in tense and verb forms. Prepositions often incorrect. Recurrent
errors in agreement of adjectives.

0-1 Poor
Little or no evidence of grammatical awareness. Most constructions incomplete
or incorrect. Consistent and repeated error.

For Questions 3 and 4, the marks for the quality of language will be awarded globally
for the whole performance on the set of answers to a text. With regard to length, a
concise answer containing all mark-bearing components for content is scored on the
full range of marks for language, i.e. length does not determine the quality of language
mark. An answer scoring 0 for Content cannot score any language marks, and the total
available on the whole set of answers will therefore be affected. The final total for
language will be reduced on the following scale:
Answer(s) worth 2 or 3 scoring 0: reduce final assessment by 1;
Answer(s) worth 4or 5 scoring 0: reduce final assessment by 2;
Answer(s) worth 6 or 7 scoring 0: reduce final assessment by 3;
Answer(s) worth 8 or 9 scoring 0: reduce final assessment by 4;
Note: A minimum of 1 mark for quality of language should be awarded if there are any
content marks at all (i.e. 0 language marks only if 0 content marks).
University of Cambridge Local Examinations Syndicate 2003

Page 3

Mark Scheme
A/AS LEVEL EXAMINATIONS JUNE 2003

Syllabus
8683, 9717

Paper
2

Zweiter Teil
Aufgabe 4
(a)

mit Wachstumshormonen im Futter (1)

die hohe Tierdichte/die hohe Konzentration von Tieren belastet Boden,
Luft und Wasser (1)

(b)

ANY FIVE OF THE FOLLOWING:

dass sie:
die Umweltstandards erhhen/die Umwelt schtzen/die Umwelt schonen (1)
die Kulturlandschaft erhalten (1)
gesunde Lebensmittel zu ehrlichen Preisen herstellen (1)
eine andere Produktion einfhren (1)
die Multifunktionalitt der Landwirtschaft (mehr) frdern (1)
den Naturschutz untersttzen (1)
5

(c)

um neue Prinzipien/Regeln fr die Frderung der Landwirtschaft

zu befolgen (1)
(die Frderung der Landwirtschaft = die Gelder/zehn Milliarden Mark,
die in der Agrarpolitik ausgegeben werden)
um die Direktzahlungen an die Bauern zu krzen (1)

ANY FOUR OF THE FOLLOWING:

indem sie:
die Marktbedingungen fr koprodukte verbessern (1)
gesunde (1) konkurrenzfhige (1) Lebensmittel
mit hohen Standards (1) produzieren.
mit innovativer Vermarktung (1)

sie sind/einige davon sind sehr gute kobauern (1)

die in Deutschland die lukrativen Nischen besetzen mchten/wrden (1)

(d)

(e)

[15]
Accuracy of language: see grid with Question 3

[5]
[Total: 15 + 5 = 20]

University of Cambridge Local Examinations Syndicate 2003

Page 4

Mark Scheme
A/AS LEVEL EXAMINATIONS JUNE 2003

Syllabus
8683, 9717

Paper
2

Aufgabe 5
Content
One mark for any correct and relevant point made from either text, provided
the point is not made by copying a section of text and that both texts are
referred to.
Opinions and Response to the text (for Question 5)

[10]
[5]

Mark like a mini-essay according to the variety and interest of the opinions and
views expressed, the response to the original text stimulus, and the ability to
express a personal point of view.
5

Very Good
Varied and interesting ideas, showing an element of flair and imagination, a
capacity to express a personal point of view.

Good
Not the flair and imagination of the best candidates, but work still shows an
ability to express a range of ideas, maintain interest and respond to the issues
raised.

Sound
A fair level of interest and ideas. May concentrate on a single issue, but there is
still a response to ideas in the text.

Below average
Limited range of ideas; rather humdrum. May disregard the element of response
to the text, and write a largely unrelated free-composition.

Poor
Few ideas to offer on the theme. Banal and pedestrian. No element of personal
response to the text.

Accuracy of language: see grid with Question 3

[5]
[Total: 10 + 5 + 5 = 20]

University of Cambridge Local Examinations Syndicate 2003

June 2003

GCE ADVANCED SUBSIDIARY AND ADVANCED LEVEL

MARK SCHEME
MAXIMUM MARK: 40

SYLLABUS/COMPONENT: 8683/03, 9717/03

GERMAN
(Essay)

Page 1

Mark Scheme
A/AS LEVEL EXAMINATIONS JUNE 2003

Language (out of 24)

Syllabus
8683, 9717

Paper
3

Content (out of 16)

21-24 Very good

Confident use of complex
sentence patterns, generally
accurate, extensive vocabulary,
good sense of idiom.

14-16 Very good

Detailed, clearly relevant and well
illustrated; coherently argued and
structured.

16-20 Good
Generally sound grasp of
grammar in spite of quite a few
lapses; reads reasonably; some
attempt at varied vocabulary.

11-13 Good
Sound knowledge and generally
relevant; some ability to develop
argument and draw conclusions.

10-15 Adequate
A tendency to be simple, clumsy
or laboured; some degree of
accuracy; inappropriate use of
idiom.

7-10

Adequate
Some knowledge, but not always
relevant; a more limited capacity
to argue.

5-9

Poor
Consistently simple or pedestrian
sentence patterns with persistent
errors; limited vocabulary.

3-6

Poor
Some attempt at argument, tends
to be sketchy or unspecific; little
attempt to structure an argument;
major misunderstanding of
question.

1-4

Very poor
Only the simplest sentence
patterns, little evidence of
grammatical awareness, very
limited vocabulary.

1-2

Very poor
Vague and general, ideas
presented at random.

University of Cambridge Local Examinations Syndicate 2003

June 2003

GCE ADVANCED SUBSIDIARY AND ADVANCED LEVEL

MARK SCHEME
MAXIMUM MARK: 75

SYLLABUS/COMPONENT: 8671/04, 9717/04

GERMAN
(Texts)

Page 1

Mark Scheme
A/AS LEVEL EXAMINATIONS JUNE 2003

Syllabus
8671, 9717

Paper
4

Candidates will write their answers in the foreign language. Examiners will look for a
candidates ability to communicate effectively and will ignore linguistic errors that do
not impede communication.
Passage based questions: examiners should consider the extent to which candidates
have been able to identify the significant issues raised in the passage and, where
appropriate, have applied these to the text as a whole. The passage is a stimulus
passage, to be used as a springboard to give candidates a starting point for their
answer. Examiners should allow candidates to use the passage as they choose, and
ask themselves how successfully the candidates have manipulated their material and
to what extent they have shown depth of awareness and knowledge of the workings
of the text under discussion. This is not an exercise in literary criticism: examiners
should reward candidates whose answers show good understanding of how a text
works and how an author has conveyed the key issues.
Essay questions: a prime consideration is that candidates show detailed knowledge
and understanding of the text.

Extracts from Examiners Notes

This paper is intended to test candidates knowledge of a text and their ability to use
this knowledge to answer questions in a clear and focused manner. A sophisticated
literary approach is not expected (though at the highest levels it is sometimes seen),
but great value is placed on evidence of a firsthand response and thoughtful,
personal evaluation of what candidates have read. Candidates may have been
encouraged to depend closely on prepared notes and quotations: quotation for its
own sake is not useful, though it will not be undervalued if used appropriately to
illustrate a point in the answer.
Candidates do not tend to show all the qualities or faults described in any one markband. Examiners attempt to weigh all these up at every borderline, in order to see
whether the work can be considered for the category above. At the lower levels, the
answer may mention a few facts but these may be so poorly understood, badly
organised and irrelevant that it falls into category 10-11; or there may be just enough
sense of understanding and focus for the examiner to consider the 12-13 band.
Again, at a higher level, an answer may be clear, solid and conscientious (perhaps
18-19), without showing quite the control and attention to perceptively chosen detail
which would justify 20 or more.
Examiners take a positive and flexible approach and, even when there are obvious
flaws in an answer, reward evidence of knowledge and especially any signs of
understanding and careful organisation.

University of Cambridge Local Examinations Syndicate 2003

Page 2

Mark Scheme
A/AS LEVEL EXAMINATIONS JUNE 2003

Syllabus
8671, 9717

Paper
4

Candidates are expected to write 500-600 words for each of their answers.
Candidates who write more than 600 words cannot be placed higher than the 16-17
category in the marking scheme.
Marks

Description

22+

Exceptional work. Excellent ability to organise material, thorough

knowledge, considerable sensitivity to language and to authors
intentions, understanding of some literary techniques. Really
articulate and intelligent answers should be considered in this
band even if there are still flaws and omissions.

20-21

Very good. Close attention to detail of passages, controlled

structure, perceptive use of illustration, good insight when
discussing characters. Ability to look beyond the immediate
material and to show some understanding of authors intentions
and of underlying themes.

18-19

Thoroughly solid and relevant work. Candidate does not simply

reproduce information: can discuss and evaluate material and
come to clear conclusion. Good focus on passages. Some
limitations of insight but coherent, detailed approach and aptly
chosen illustrations.

16-17

Painstaking. Sound knowledge of texts; mainly relevant. Some

attempt to analyse and compare, some sense of understanding.
Possibly not in full control of material; solid but indiscriminate.
Many very conscientious candidates fall into this category: they
tend to write far too much as they are reluctant to leave out
anything they have learnt.

14-15

Fair relevance and knowledge. Better organised than in previous

band: the candidate probably understands the demands of the
question without being able to develop a very thorough response.
Still a fairly simple, black and white approach. Some narrative
and learnt material but better control and focus than below.
Many candidates probably fall into this category.

12-13

Sound, if simple and superficial, knowledge of plot and

characters. Makes assertions without being able to illustrate or
develop points. Probably still too dependent on narrative and
memorised oddments but there may be a visible attempt to relate
these to the question. Can extract one or two relevant points from
a set passage.

10-11

Some very basic material but not much sense of understanding or

ability to answer question. The candidate rarely reads the set
passage but uses it as a springboard for storytelling and
memorised bits and pieces about characters. Very general,
unspecific approach. Random, bitty structure. Signs of
organisation and relevance should be looked for in case the
answer can be considered for the next category.

University of Cambridge Local Examinations Syndicate 2003

Page 3

Mark Scheme
A/AS LEVEL EXAMINATIONS JUNE 2003

Syllabus
8671, 9717

Paper
4

6-9

Marginally more knowledge here. The candidate may have read

the text but is probably unable to see beyond the barest bones of
the plot or half-remembered notes. Insubstantial; very little
relevance. The candidate may have problems with the language
and will be unable to express ideas comprehensibly.

0-5

No discernible material. Often very inadequate language. Marks

in this section are awarded almost on the basis of quantity: up to
3 for a sentence or two showing a glimpse of knowledge, 4 or 5
where there is also a hint of relevance to the question. It is
possible for a candidate to write a whole page demonstrating no
knowledge at all (have they read the book?), or only
misunderstood background facts or very vague general remarks
unrelated to either text or question.

University of Cambridge Local Examinations Syndicate 2003